Fullerton Online Teacher Induction

Program
Individualized Learning Plan (ILP)
Revised 6.1.17

Directions: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementation. Complete orange cells after POP Cycle is completed. Cells
will expand as
needed. When submitting completed ILP to instructor, please include copies/images of pre/post assessments/directions and the Pre/Post Assessment Data Table.

Section 1: New Teacher Information

New Teacher Email Subject Area Grade Level

Kristen Webster kweb224@gmail.com Multiple Subject 4

Mentor Email School/District Date

Elizabeth Chang echang@bousd.us Brea Olinda Unified 10/8/2022

School District
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3;
Semester 3 – CSTP 4/5/6; Semester 4 --all. Use most recent CSTP Assessment for
Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T -- Guide students to think critically through use of T -- Facilitates systematic opportunities for
Promoting critical T– questioning strategies, posing/solving problems, and T– students to apply critical thinking by designing
1.5 thinking through Applyin reflection on issues in content. Applying structured inquires into complex problems.
inquiry, problem g S– S -- Students respond to varied questions or tasks S -- Students pose and answer a wide--range of
S-
solving, and Explori designed to promote complex questions and
Exploring
reflection
ng comprehension and critical thinking in single problems, reflect, and communicate
lessons or a sequence of lessons. understandings based on in depth analysis of
content learning.

1.3 Connecting T- T - Integrates connections from subject matter to T- T - Teacher prompts connection of prior knowledge of
subject matter to Applying meaningful, real-life contexts, including those Applying internet use to academic research and presentations.
S- specific to students’ family and community. S-
meaningful, real- Exploring Exploring S - Students connect learning and apply it to future
life contexts S - Students make use of real-life connections research projects.
provided in single lessons or sequence of lessons to
support understanding of subject matter.

2.2 Creating physical T- T - Develops physical environments that reflect T- T - Teacher sets expectations prior to the lesson on
or virtual Applying student diversity and provide a range of resources for Applying how to collaborate appropriately and respectfully.
S- learning. T- Teacher facilitates different learning groups - whole
learning Exploring Utilizes a variety of structures for interaction Applying class, small group, individual.
environments during learning activities that ensures a focus on
that promote and completion of learning tasks. S - Students collaborate respectfully and contribute
student learning, to class discussions.
reflect diversity, S - Students use resources provided in learning
and encourage environments and interact with each other to
constructive and understand and complete learning tasks in single
productive lessons or sequence of lessons.
interactions
among students
Section 3: Inquiry Focus and Planning (Attach Pre/Post
Assessments to ILP)

Inquiry Focus Inquiry question Pre--Assessment Post--Assessment Expected Results

Based on your selected CSTP
elements, identify a focus of
inquiry (e.g., group discussion,
differentiation,
motivation…)
Pose measurable and
observable question in terms
of students (e.g., what impact
will strategy X have on
student performance
as measured by Y?)
What will you use as your What will you use as your final How do you expect student
baseline assessment of assessment of student performance to change? Use
student actions/ actions/performance? percentages to describe
performance? anticipated growth.

What impact will increased use

Use of analysis, synthesis,
and evaluation questions
+ student problem
generation
of higher--order questions There will be a 20% increase in the
Previous examination New chapter exam
(teacher talk, worksheet, and average exam score for students
scores
student problem generation) who participated in class and
have on student performance as successfully completed the
measured by chapter exam? worksheet.

Individualized Learning Plan, Fullerton Online Teacher Induction Program Page 1 of 6

 Small group, followed How can resources be Previous research and Exit tickets, Future There will be a 75%
by whole-class presented in research presentations research presentations increase in understanding
discussion without using copyright or among students who
plagiarism? participate in class
discussions and
collaborative activities.
Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance data. Explain why you have selected them for
this inquiry focus.
Do not use actual names of students. (Note: At least one focus student should be an English learner and at least one must have an ILP/504 accommodation. The third is your
choice, but please identify someone that poses an instructional challenge.) Identify expected results for each focus student.

Focus Student 1: English Focus Student 2: Student Focus Student 3: Your Choice
Learner with
ILP/504

Performance J.S. - English Learner, struggles with H.F.G. - Student receives RSP S.L. - Student is currently being assessed.
Data language and vocabulary at times, services and is diagnosed with He struggles with attention to task and
especially when taking direction, but ADHD. She is very motivated and completing work, but not due to lack of
shows strong efforts at all times. participates often in class. understanding.
Expected Demonstrating knowledge through Articulating understanding of Work completion that displays
Results future presentations concepts through discussion and understanding of learning
assessment

Inquiry Lesson Implementation Plan

Administer Pre-- Deliver Lesson(s) Administer Analyze Results Discuss Results with
Assessment Post-- Mentor
Identify dates for activities. Assessment

Completed 10/17/22 10/24/22 11/7/22 11/14/22

Provide 1--2 sentence Students will engage in a digital game, collaborative discussion, and whole-class activity to discuss
summary of your lesson plagiarism and copyright in research. As a follow-up lesson, students will look at how to conduct research.
plan.

Summarize process for Pre-assessments have already been completed through previous research assignments, which showed a need
administering and for understanding in this area of digital literacy. Post-assessments will be conducted through exit tickets and a
analyzing pre-- and future research project that will be introduced on 10/24/22.
post--assessments.

Section 4: Inquiry Research and Exploration

Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of
what was learned.)

Edutopia - How to Teach Copyright and Fair Use to Students The Michelson Institute of Intellectual Property - Is it Fair Use or
Infringement?
https://www.edutopia.org/article/how-teach-copyright-and-fair-use-
students https://michelsonip.com/basics-of-ip-blog-series-8-is-it-fair-use-
or-infringement/?
This article emphasizes respecting the work of others and also gclid=CjwKCAjwv4SaBhBPEiwA9YzZvGGa8B9PsKpLOa1A_
empowering students to be creators of content. This article connects 7l9eH6V2QD_RuV8HHyokqI2Epts2gi0-09CnRoCFBIQAvD_B
directly through the lesson presented on Common Sense Media. wE

This article discusses “The Fair Use provisions of the Copyright

Act” and limitations to fair use. There is also a helpful
infographic provided that helps determine whether or not
information is considered copyright.

Individualized Learning Plan, Fullerton Online Teacher Induction Program Page 2 of 6

 Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary
of ideas.)

Colleague 1 teaches the same grade as I do so her focus has been Colleague 2 teaches a grade level higher than mine, her lessons
very similar to mine. She has used this curriculum for many years that she implements are more complex. The digital citizenship
and has seen the positive influence it has on students and their digital content in 6th grade reviews the 4th grade concepts, but dives
fluency. deeper into more issues of digital fluency.

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core

Propositions

Special Emphasis How Special Emphasis will be Incorporated

Focus

ISTE Student Standard 1.2 - Digital Citizen The intention of this lesson is to promote digital literacy and
digital citizenship among 4th grade students.

Individualized Learning Plan, Fullerton Online Teacher Induction Program Page 3 of 6

 Section 5: Results and Reflection
Directions: Record Pre-- and post-- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/
directions and the Pre/Post
Assessment Data Table with submission.

Pre/Post Assessment Data Analysis Findings for Whole Pre/Post Assessment Data Analysis Findings for Three Focus
Class Students

25 of 34 (74%) of students successfully met the standards by
answer 4 or more out of 5 questions correctly on the exit ticket.
Students who did not successfully meet standards on the exit ticket
participated verbally in discussions and were comprehensive of the
concepts.
J.S. - Correctly answered 3 of 5 questions correctly. Based on
observations of class participation and discussion, he was able to
show understanding of content. Vocabulary was not an issue in
this lesson for J.S. as it was explicitly taught.
H.F.G. - Correctly answered 4 of 5 questions correctly with
support from an instructional RSP aide. She participated
throughout the lesson, sharing ideas in a small group and with the
class.

S.L. - Did not complete exit ticket. Participated in group

discussion, but needed several prompts to remain on topic.
CSTP Element Initial Revised Rating Evidence/Rational for Suggestions for Moving
Ratin Rating Forward
g (Summarize from POP
Section 3)

Promoting Teacher asked questions of analysis and To move to INNOVATING level:

1.5 critical T– T– evaluation. Consider how to increase complexity of
thinking Appl Integr Students answered questions that task beyond a single lesson so that
through ying ating included all levels of Bloom’s. Students there are continuing opportunities for
inquiry, S– S– created their own math problems. students to engage in inquiry in
problem Explo Integr complex problem. How could you
extend lesson into PBL?
solving, and ring ating
reflection

1.3 Connecting T- T - Applying Students were engaged through their To extend to the integrating level, the
subject Applyi S - Applying involvement in playing the opening teacher can continue with discussions
matter to ng game, the collaboration during the of real-life scenarios, but also
meaningful, S- “What's Copyright?” student provide more interactive, hands-on
real-life Explori handout. The teacher prompted exploration opportunities such as
contexts ng discussions of real-life scenarios field trips, PBL, and student-driven
related to the topic. research.
2.2 Creating T- T - Integrating The teacher contributed to an It is evident that this classroom is a
physical or Applyi S - Integrating effective learning environment by space where students are accepted
virtual ng establishing clear expectations, and feel comfortable to take risks and
learning S- implementing quick transitions, and make mistakes to contribute towards
environment Explori visual timers for discussions/work learning and growth. Students
s that ng time. respond well to the classroom
promote Students contributed to an effective management systems in place and
student learning environment by being teacher demonstrates expectations for
learning, respectful towards others and respect and kindness among all
reflect collaborating with peers. individuals in the classroom.
diversity,
and To advance to the innovating level,
encourage these types of interactions will be
constructive student-led rather than teacher-led.
and
productive
interactions
among
students

Individualized Learning Plan, Fullerton Online Teacher Induction Program Page 4 of 6

 Special Emphasis (Skills, Themes, ISTE Standards··Teachers, NBPTS Core Propositions (if applicable)

Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by
Teacher

• Engagement Key learnings/skills include:

• Students participation and discussion • Digital safety
• Safe environment for all students to learn • Positive online interactions
• Digital safety • New vocabulary

Action Items

For curriculum design, In future school years, teacher will continue to use the Common Sense curriculum to teach students about
lesson planning, digital fluency and digital citizenship.
assessment planning

Teacher will continue to discuss digital citizenship concepts throughout the school year as students do
For classroom practice internet-based research projects, participate in digital learning, and engage in media interactions.
For teaching English Teacher will continue to monitor the focus students in their learning and provide supports to address their
learners, students with specific learning needs.
special needs, and
students with other
instructional challenges

For future professional Teacher would like to explore assessment strategies that showcase the highest level of student success.
development

Teacher will choose a different subject, such as math, for her next ILP.
For future inquiry/ILP

Teacher will choose a subject that uses more pre-assessment data as a baseline for student achievement.
For next POP cycle

n/a
Other

Other Notes

Pre--/Post-- Assessment Data Table follows this document.

Include copies/images of pre--/post-- assessments/directions and the Pre/Post Assessment Data Table with
submission.

Individualized Learning Plan, Fullerton Online Teacher Induction Program Page 5 of 6

 Fullerton Online Teacher Induction
Program
Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do not use student’s actual names.

New Ema Subject Area Grade Level

Teacher il

Kristen Webster kweb224@gmail.com Multiple Subject 4

Pre--Assessment Data Range and Average Post--Assessment Data Range and Average

n/a 74% of students scored an 80% or higher on exit ticket

PRE--/POST-- ASSESSMENT
DATA TABLE
Stude Pre--Assessment Post--Assessment Commen
nt Score Score ts

1. Focus Student: EL n/a 3/5 - 60% While not meeting standards on the exit
ticket, J.S. participated well in class
discussion. He was able to verbally express
understanding of content. Vocabulary was
not an issue in this lesson for J.S. as it was
explicitly taught.
2. Focus Student: 504/IEP n/a 4/5 - 80% H.F.G. was successful in meeting standards
with support from an instructional RSP aide.
She participated throughout the lesson,
sharing ideas in a small group and with the
class.
3. Focus Student: Teacher n/a Incomplete Did not complete exit ticket. Participated in
Choice group discussion, but needed several
prompts to remain on topic.
910111213141516

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